Module Database

Information for module PLING300

This module is available for 2017/18

If you're a member of UCL you can add this module to your personalised course list

This information is for guidance only. If you are an UCL undergraduate interested in studying one of these courses, you must seek permission from both the providing department and your 'home' department. Appearance in this database is not a guarantee that a course is running in any particular academic year.

Module code:PLING300 (Add to my personalised list)
Credit value:15
Division:Division of Psychology and Language Sciences
Module organiser (provisional):Peter Howell
Organiser's location:room 441 26 Bedford Way
Available for students in Year(s):
Module prerequisites:This course can be taken by final year speech science students and psychologists. This module can be chosen as one of the mandatory modules for the MSc in Language Sciences (with specialization in language development). It could also be credited for all masters programmes in the Psychology and Language Sciences division that allow optional modules, particularly MRes Speech, Language and Cognition; MSc Neuroscience Language and Communication; MSc Language Sciences (other specializations); MA Phonetics; MA Linguistics and MA Linguistics and Neuroscience.  
Module outline:The recently-released film The King's Speech has raised public awareness of stuttering. Stuttering is a disorder that usually starts in childhood and most cases recover by teenage. One in twenty children start to stutter, but this drops by teenage to one in 100. Few teenagers who stutter recover in later life (it appears that George VI was the one in 100). Considerable effort has been directed at identifying which children who stutter will recover and which will not, a matter of importance for the individual and society alike. Comparison of groups of people who persist or recover suggests several factors may be significant. Biological (genetics and brain differences), linguistic and motor factors, and type of stuttering symptom are reliably reported to differ between such groups. This course gives the student the skills to evaluate the evidence, theories and practical issues associated with stuttering in early childhood (close to onset) and into teenage and beyond. Factors that affect the onset and course of stuttering are examined from various perspectives. After preliminary description of the patterns of stuttering, how it is measured, who it affects and what its symptoms are, lectures examine evidence that stuttering is associated with a range of biological and psychological factors. Particular emphasis is given to how language and motor demands affect stuttering. Theoretical accounts that attempt to integrate these findings are critically assessed. The final part of the course applies the knowledge to practical issues (treatment, diagnosis and prognosis). As well as giving a comprehensive coverage about stuttering, this course also has relevance to other speech-language disorders. The course has been developed so that no background in related disciplines is assumed. 
Module aims:This course aims to give a comprehensive overview of the evidence, theories, and practical issues associated with recovery from stuttering in early childhood and into adolescence. It examines evidence that stuttering is associated with a range of biological factors such as genetics and psychological factors such as anxiety, and it critically assesses theoretical accounts that attempt to integrate these findings. The course is intended to familiarize students with the main concepts in stuttering research and to introduce them to specific topics in current research in the area. The topics will be discussed with respect to current research, including differences in research methodologies and their relationship to models about speech and language processing by people who stutter. The course is all taught by Peter Howell.  
Module objectives:This module will examine all aspects of developmental stuttering. It will focus on stuttering in childhood but will also cover research and clinical methods used with adults. A feature of the course is that it considere the major theories of stuttering. Also, many of the topic are taught so that they draw on work on other language disorders and substantial methodological background detail is provided. Students should be able to appraise research and findings, not only about stuttering, but also to apply this information to other language disorders.  
Key skills provided by module:Students should be: Able to evaluate research findings Know how assessment instrunents are designed and assessed. Be able to take a systematic approach to definition, epidemiology and symptomatology of language disorder. Know about all major research areas in stuttering. Have learned about language, motor and interactional theories of stuttering and be able to appraise them. Understand practical issues and the statistical and methodological approaches involved (diagnosis, prognosis and treatment)  
Module timetable: 
Module assessment:One essay (3,000 words) 100.00% 
Notes:available as an option module (numbers permitting); UCL students can register on Portico, intercollegiate students should contact  
Taking this module as an option?:Available as an option module  
Link to virtual learning environment (registered students only)
Last updated:2017-08-01 10:47:07 by ucjuar1